Summer Leadership Institute

Lake County Schools Investing In Excellence! College and Career ReadinessAcademic Services C Collaborative CohortOctober 18, 2012

1Bell RingerUse an index card on the table, number one through three. Answer the following questions.1. List your schools subgroups2. How many students are required to establish a subgroup cell?3. Can a student be counted in more than one subgroup?

No. 2 needs to be discussed, because the new AMO may reduce cells to ten students.2Common Board ConfigurationDate: October 18, 2012Benchmark: Addressing indicators, participants will utilize data to determine appropriate intervention strategies to guarantee student success.Bell Ringer: How well do you know your school?Use the index card on your table to answer three questions about subgroups.Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?Vocabulary: Subgroups, underperforming, problem-solving, interventions, high effect size indicators, AMO, AMAO, Tiered-Level of SupportObjective: Learners will analyze data using structured data based planning by utilizing the 4 step problem-solving process to support teachers in effectiveness of instruction.Agenda: C Race TrackStart you engines!Who are the students in the subgroups?Using the Problem-Solving ModelRunning the Race Gathering data for progress monitoringPit Crew Interventions: Tiered Levels of SupportFinish Line School ResourcesSummarizing Activity: TICKET OUT How will you use what you learned today to revise your work with your underperforming subgroups?Homework: Go back to your schools and map your school resources for each of the three tiered levels of support.

Learning Goal: You will understand the problem-solving process to work with underperforming subgroups within your school.ReviewBenchmark from the CBCMarzano domain 23

Lake County SchoolsVision StatementA dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.Mission StatementThe mission of the Lake County Schools is to provide every student with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services

Review4

Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching & Learning The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Floridas standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.

AssurancesWe will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes. We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards. We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns. We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic ServicesReview ASUs Assurances briefly.5

Academic Services

Be very purposeful here. Focus on item 1 & 2 in Student Success. Compare FCIM and MTSS. How systems are similar. What systems of supports are needed as we continue our move toward complex tasks and Common Core?621st Century Skills Tony Wagner, The Global Achievement Gap

Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Academic Services7

What are the state directives?Non-Negotiable Statute RevisionRequires that if a school has a significant gap in achievement by one or more subgroups or has significantly decreased the percentage of students scoring below satisfactory on statewide assessments, or has significantly lower graduation rates for a subgroup compared to the states graduation rate, the schools improvement plan must include strategies for improving these results. (1001.42, F.S.)

Non-negotiable 8

Getting All Students to the C Finish Line

Start Your Engines!Set up Race Track theme. Our goal is to help all students reach the finish line. So, Ladies and Gentlemen, Start you Engines, as we race to the finishline.9Who are the students in the subgroups?

How do we address their needs?

Make the connection to subgroups. Review responses from bell ringer. Talk about how the Annual Measurable objectives (AMO) (AMAO) are being developed. Today we will be looking at previous AYP Data. AMAO=Annual Measurable Acheivable Objective for ELL 10What do we know about(1)_______ Subgroups?The Dropout GapA disproportionate number of (2)_____ students leave high school before (3)_______. According to the study by Neild and Balfanz (2006), only about (4)_____ of African American and Caucasian males finished high school in Philadelphia for the classes of 2000-03, while only (5)_____ percent of Latino males graduated with a diploma within six years. The schools with the lowest student-retention power across the nation a factor Balfanz labels the promoting (6)_____ have a minority enrollment of (7)___ percent or more. Schools with high percentages of (8)__________ or minority students tend to have poor academic performance and high (9)_____ rates, and schools with the most low-income students are often concentrated in (10)_____ communities (Finn, 2006).Provide each participant with a answer sheet with 10 blanks to write answers. Ask them to work individually to identify the missing information in the quote. Allow about 5-7 minutes.11What do we know about(1)______________ Subgroups?The Dropout GapA disproportionate number of (2)_________ students leave high school before (3)____________. According to the study by Neild and Balfanz (2006), only about (4)__________ of African American and Caucasian males finished high school in Philadelphia for the classes of 2000-03, while only (5)________ percent of Latino males graduated with a diploma within six years. The schools with the lowest student-retention power across the nation a factor Balfanz labels the promoting (6)_____ have a minority enrollment of (7)___ percent or more. Schools with high percentages of (8) __________ or minority students tend to have poor academic performance and high (9) _____ rates, and schools with the most low-income students are often concentrated in (10)_____ communities (Finn, 2006).Underperformingminoritygraduating one-half 46Power 90low-incomedropouturbanProvide each participant with a answer sheet with 10 blanks to write answers. Ask them to work individually to identify the missing information in the quote. Allow about 5-7 minutes.12Lets get to know the track.Establishing a Common Language

Quiz-Quiz-Trade1. Partner quizzes a partner, gets quizzed by a partner, and then trades cards to repeat the process2. Stand up, Put a hand up, & Pair Up3. Partner A quizzes Partner B4. Partner B Answers & Partner a Praises or Coaches5. Partners switch roles6. Partners trade cards and thank each other7. Repeat the process 1-6 times with a new partner

Advise participants that the terminology and definitions common from the state developed document Common Language. Emphasize the importance of all of us using common terms and meaning. Allow this structure to run about 5 minutes. 13Introduce Multi-tiered system of supports and point out that it is a multi-faceted process focused on all students achievement. Lead into the next slide Lets look at some of the specific foci of MTSS. Needs to be balanced for the system to be effective.14What is the primary purpose of multi-tiered supports?Closing GapsMeet the needs of the majority of student through the delivery of core instruction to support masteryProvide supplemental and/or targeted inventions supports to students at-riskMeeting proximal needs (Preventing new gaps)Mastery of grade level academic standardsLiteracy instructionTechnology IntegrationSupport student engagementAcademicBehavioralPsychologicalSocial

Discuss the primary points in this slide. Focus on support of all students as well lower 25%ile and subgroups. May need to define proximal better15

Step 1:Problem IdentificationWhat is the problem?Step 2:Problem AnalysisWhy is it occurring?Step 3:Intervention DesignWhat are we doing about it?Step 4:Response to InterventionIs it working?Problem-Solving ModelIntroducing problem-solving process for all tier of MTSS.16 Step 1: PROBLEM IDENTIFICATIONGuiding Questions

What is the problem?What data are being collected?What sources do you have?Do you have enough data to identify the problem?At the Problem-Solving Starting Line . . .

What is impacting progress?List on chart paper. Talk participants through guiding questions.17Pit Crew Discussion on Step 1Turn to a shoulder partner and discuss the questions presented. Data available FAIR, FCAT, LBAs, mini assessmentsFrom Edusoft. 18Processing ActivityLets look at your school data . . .

Distribute specific school information to appropriate school personnel. Briefly, explain the data they are looking at. Allow time for them to review information. Guiding questions: What trends are you seeing? Are the specific subgroups in your school making progress? Turn to shoulder buddy and identify 2 to 3 Red Flags based on your schools data.What is the problem?What data are being collected?What sources do you have?Do you have enough data to identify the problem?

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Processing Activity Questions to ask yourself about your school data . . . How many years of data ?What trends are you seeing?Are the specific subgroups in your school making progress?Which group is the highest performing subgroup? Which group is the lowest performing subgroup? How does the new AMO connect to AYP?List 2-3 red flags based on your school data.

Distribute specific school information to appropriate school personnel. Briefly, explain the data they are looking at. Allow time for them to review information. Guiding questions: What trends are you seeing? Are the specific subgroups in your school making progress? Turn to shoulder buddy and identify 2 to 3 Red Flags based on your schools data.What is the problem?What data are being collected?What sources do you have?Do you have enough data to identify the problem?

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What Other Red Flags Need to be Considered?

Discuss other Red Flags to be concerned about at their school. Processing time . . . What safety nets are in place?Deficits maybe the skills and strategies with FCAT and they have strong core, what should we consider looking at?What do we do when . . . ?AhasKey features of step one

21Caution Flags

Lack of effective instructional strategies/practices such as . . . Differentiated InstructionCooperative StructuresLesson StudySchool-wide behavioral expectationsDirect instruction of student expectations Instructional Review LOOK FORs

Share out other strategies schools may see as a barrier. Such as . . . Then connect to Look for checklist.22Step 2: PROBLEM ANALYSISGuiding QuestionsWhat are the trends?Why is the problem occurring?Why are students not attaining benchmarks?How many students have excessive absences?How many students have multiple office discipline referrals and suspensions?Which students need small group or individual intervention?

What is impacting progress?23

What is Problem Analysis?Developing HypothesisExampleStudent is failing due to excessive absencesHypothesis =If the student improves attendance then academics skills will improve. Data to support hypothesis

Emphasize format of hypothesis. Refer to MTSS Manual page 71. Emphasis on Guiding Questions (handout)

24Steps in Problem AnalysisFact FindingGenerate ideas about possible causes (hypotheses)Sort out which possible causes seem most viable and which dont (validation)Link the things weve learned to intervention

(MTSS)Multi TieredSystem of SupportsAcademic Levels of SupportBehavioral Levels of SupportEnglish Language Learners (ELL)Tiered Levels of SupportHow do we design Multi-tiered SupportsBy considering a continuum of intervention supports designed to support students mastery of grade level standardsDifferentiatedSupplementalIntensiveAddress academic & 21st Century/engagement skill needs through integrated intervention designAligned and integrated with core instruction

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How do we revolutionize the way we teach, lead, and learn for 21st century success?

Common Board ConfigurationDate: October 18, 2012Benchmark: Addressing indicators, participants will utilize data to determine appropriate intervention strategies to guarantee student success.Bell Ringer: How well do you know your school?Use the index card on your table to answer three questions about subgroups.Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?Vocabulary: Subgroups, underperforming, problem-solving, interventions, high effect size indicators, AMO, AMAO, Tiered-Level of SupportObjective: Learners will analyze data using structured data based planning by utilizing the 4 step problem-solving process to support teachers in effectiveness of instruction.Agenda: C Race TrackStart you engines!Who are the students in the subgroups?Using the Problem-Solving ModelRunning the Race Gathering data for progress monitoringPit Crew Interventions: Tiered Levels of SupportFinish Line School ResourcesSummarizing Activity: TICKET OUT How will you use what you learned today to revise your work with your underperforming subgroups?Homework: Go back to your schools and map your school resources for each of the three tiered levels of support.

Learning Goal: You will understand the problem-solving process to work with underperforming subgroups within your school.ReviewBenchmark from the CBCMarzano domain 235Participant Scale and Reflection(Please complete and turn in)

Academic Services